1. Capturing learner’s needs: Currently, understanding learner’s needs through contextual inquiry is a key step in our development process. This step is equally relevant to understand the behavior and learning pattern of N-Gen learners. The outcome of this step will effectively determine the design and mode of delivery of learning. What is critical here is to ensure that the researchers conducting contextual inquiry are well-versed with the nuances and idiosyncrasies of the digital world. Else, chances are that they would fail to observer key behavior patterns.
2. Mode of delivery: Any delivery mode that is non-inclusive may not be an effective way of delivering learning for this segment. We need a mode that ensures limitless access to outside information, collaboration, or facilitates social interaction. However, these modes should be integrated in the learning modules and not plugged in as special features. For example, an eLearning module deployed on an LMS with built-in chat and discussion board does not qualify as a collaborative learning environment. However, an online game that has the option of inviting others to join in or a web-based module that motivates learners to have online discussion or an informal learning environment that challenges learners to work in groups are good candidates for collaborative modes of learning. What is critical here is to integrate collaboration and sharing well within the design and delivery. (There is an interesting research on Informal Learning in Digital Era (Lence Miloseva and Miika Lehtonen)
3. Instructional Designers: Just as researchers need to have a fair knowledge of the digital world, instructional designers too must belong to this era to appreciate learners’ needs better. Since there is a huge shift in the way traditional instructions are designed, instructional designers need to be well-equipped to handle and appreciate the current needs of learners. It is one thing to be aware of the new age learning environment and another to belong to this environment. Therefore, IDs should make an effort to belong to this environment to relate to learners’ needs and behavior better.
4. Learning Design: Since N-Gen learners are highly active in the virtual world than in the real world, self-paced, unidirectional learning may no longer be effective for this breed of information foragers. IDs need to remember that N-Gen learners enjoy the challenge of finding information, linking them, sharing them, analyzing them and flaunting them. They have very little patience with linear unidirectional learning. What is critical is to ensure that the learning environment facilitates all this yet meet its objective of effective learning.
